Articles
<![CDATA[ THE FUNCTIONS OF HEDGES IN THE CONCLUSION SECTION OF THESES WRITTEN BY THE INDONESIAN EFL STUDENTS ]]>
<![CDATA[Widiyati, Elok]]>
<![CDATA[ Jurnal Ilmiah Lingua Idea Vol 6 No 2 (2015): Desember ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya Universitas Jenderal Soedirman ]]>
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DOI: 10.20884/1.jili.2015.6.2.488
<![CDATA[This article provides the explanation about how hedges function in the conclusion section based on Hylandâs hedges functions (1996). This study belongs to descriptive qualitative. The data sources of the study were conclusion sections of theses in English written in the year of 2000 to 2010. Based on the analysis of hedges function proposed by Hyland, the Indonesian EFL students mostly used hedges as writer-oriented hedges, 37 %. It seems that the students could not minimize mistake upon statement in the proposition, could not show less absolute statement, and also could not convey arguments or statements speculatively. English lecturers should take hedges as one of the learning materials so that the students will be familiar in applying them for the academic writings. Moreover, I think that hedges studies provide assistance for the students in employing hedges appropriately. ]]>
<![CDATA[ local wisdom photos as adapted materials in teaching english ]]>
<![CDATA[widiyati, elok]]>
<![CDATA[ Jurnal Ilmiah Lingua Idea Vol 8 No 1 (2017): Juni ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya Universitas Jenderal Soedirman ]]>
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DOI: 10.20884/1.jili.2017.8.1.207
<![CDATA[Studentsâ text books mostly contain the materials which do not show the local wisdom and also they do not include sufficient language elements as one of the keys in English learning. So that is why teachers have to innovate the teaching materials in order to combining the language skills, language elements, as well as the local wisdom. Adaptation is one of the most effective innovation which can be done by the teachers to integrate between teaching materials and studentsâ sociocultural condition. Hence, it is very important for them in adjusting the teaching material to the studentsâ internal and external factors. The teachers can choose certain local wisdom to be inserted in their teaching materials in this qualitative study such as tourism, culinary, and batik. Those materials can be downloaded from the internet and the usage should be considered to the language skills and studentsâ grade.]]>
<![CDATA[Descriptive Text Writing in the Perspective of Surface Strategy Taxonomy ]]>
<![CDATA[Maharani, Mega Mulianing]]>;
<![CDATA[Nugroho, Alfian Agung]]>;
<![CDATA[Widiyati, Elok]]>;
<![CDATA[Hidayati, Nani]]>
<![CDATA[ Journal of Advanced Multidisciplinary Research Vol 5, No 1 (2024): July 2024 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/jamr.5.1.1-12
<![CDATA[The purpose of the study was to figure out the types of errors in the perspective of surface strategy taxonomy found in students’ descriptive writing. This study employed qualitative research. The population of the study was the tenth graders of SMA Islam Sultan Agung 1 Semarang. The sample of the study was 38 students of the tenth graders of X-IPS 1. They were given a descriptive text writing test. The result of the test were analyzed by using Surface Strategy Taxonomy. It classified the errors into four categories: omission, addition, misinformation, and misordering. The result of the study showed that the total errors were 91 errors. The errors consisted of omission with 38 errors (41.76%), misinformation with 33 errors (36.27%), addition with 14 errors (15.38%), and misordering with 6 errors (6.59%). From the data above, it can be concluded that omission was the most common error made by the students.]]>
<![CDATA[EFL students’ readiness to have online learning during the Covid-19 pandemic among undergraduate students ]]>
<![CDATA[Oktavia, Sherly Nanda]]>;
<![CDATA[Hartono, Hartono]]>;
<![CDATA[Widiyati, Elok]]>;
<![CDATA[Hidayati, Nani]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 8, No 2 (2023): August 2023 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.8.2.312-320
<![CDATA[This study aimed to analyze the readiness levels of EFL students of the even semester of the English Education Study Program of Sultan Agung Islamic University to have online learning. This research was a descriptive study with a quantitative approach. The method used was a survey method. The data were collected through a closed-ended questionnaire. Ninety-seven English Education Study Program students in the academic year 2021/2022 participated in this research. It was found that computer and internet literacy had a mean of 25.53, which was moderate. While self-directed learning was at a low level with a mean of 24.74, and motivation of learning was also at a low level with a mean of 24.41. It means that the students could use computers, laptops, and smartphones to complete course assessment tasks and facilities available on campus. It reported that students could not manage difficulty to present high performance on online learning to work independently. Besides computer and internet literacy and self-directed learning, motivation to learn was another factor that affected students' readiness. It found that during Covid-19, many students did not have high motivation to learn.]]>
<![CDATA[Piloting film-based intervention on santri's perception towards striving for academic success: findings from Kampung Santri, Kudus Regency ]]>
<![CDATA[Muna, Nailil]]>;
<![CDATA[Widiyati, Elok]]>;
<![CDATA[Wulandari, Diyah Fitri]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 8, No 2 (2023): August 2023 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.8.2.321-334
<![CDATA[This study is performed based on concerns that knowledge dichotomy in traditional Islamic boarding schools has not received the serious attention it deserves. In contrast to modern pesantren where santri receives both religious and non-religious knowledge, most traditional pesantren in Jekulo, Kudus regency only emphasizes religious knowledge as their core curriculum. Our preliminary study in 2022 suggested that the majority of student santri in Jekulo, Kudus regency showed unfavorable perceptions towards pursuing higher education despite being offered financial aid and academic mentorship. Our current task is to introduce film-based intervention and document its effect on santri's perception change towards academic success. Although the use of film-based intervention to change perception and reduce stigma has been profound in the field of clinical psychology, its application in a nonclinical setting is still understudied. Using Social Comparison Theory (Festinger, 1954) as our analytical framework, we propose that historical film can be introduced as an alternative point of reference for our subject. Respondents were selected using purposive sampling (n=20). Pre- and post-studies are provided to document santri's perception change toward striving for academic success. The results of this study confirm that film intervention can act as positive stimuli in the process of perception changes among santri by presenting relatable cinematic historical experiences as an alternative social reference. However, a lack of a role model and a shared perception toward academic success in santri's immediate environment can hinder the process]]>
<![CDATA[Students’ and Teacher’s Perceptions on Zoom Application in English Language Learning ]]>
<![CDATA[Lie, Eka Rismaningsih]]>;
<![CDATA[Anwar, Choiril]]>;
<![CDATA[Widiyati, Elok]]>
<![CDATA[ Journal of Advanced Multidisciplinary Research Vol 5, No 2 (2024): December 2024 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/jamr.5.2.108-125
<![CDATA[The purpose of this research was to find out EFL students’ and teacher’s perceptions of the effectiveness of Zoom applications in English language learning. Qualitative descriptive was used in this research. In this research, 68 students from two classes in grade 11 at SMAN 1 Fakfak in the 2022-2023 school year were used as the subjects of the study. Questionnaires and interviews were used to collect data. According to the results of the questionnaires that were distributed, it shows that from 17 statements of the questionnaires, 14 statements got a positive perception, 2 statements got a negative perception, and 1 statement got a neutral perception of the effectiveness of Zoom application in English language learning. Interviews with 10 students and an English teacher show that 7 students showed a positive opinion, 2 students showed a negative opinion, and one student showed a neutral opinion, while the English teacher showed a positive opinion toward the interview’s question related to the effectiveness of Zoom application in English language learning. The research concluded that EFL students and the teacher at SMAN 1 Fakfak generally approved that the Zoom application was simple to use, interesting, and fun, and had a positive impact on students during English language learning activities.]]>
<![CDATA[Students’ perceptions on native English-speaking teacher in EFL teaching ]]>
<![CDATA[Prayogi, Duta]]>;
<![CDATA[Widiyati, Elok]]>
<![CDATA[ Indonesian Journal of Education and Pedagogy Vol. 1 No. 1 (2024): April ]]>
Publisher : <![CDATA[CV. Yudhistt Fateeh ]]>
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DOI: 10.61251/ijoep.v1i1.49
<![CDATA[English is mostly used by people throughout the world because of its role as an international language. This situation makes many non-English language speaking countries apply English Language Teaching (ELT). The existence of Native English-Speaking Teacher (NEST) then becomes an alternative way to create better atmosphere in language teaching. This research revealed how actually the students’ perceptions toward the existence of NEST in ELT at the school. As the descriptive quantitative research, this research used questionnaire as the main instrument and interview as the supplemental instrument. The subjects of this study were the eleventh-grade students from a public vocational school. The students’ perceptions in this research were classified into 3 aspects. They were students’ perceptions toward NEST’s teaching, NEST’s strengths and weaknesses, and NEST’s behaviour. The research found that they perceived the NEST’s teaching was not understandable but they still could follow his explanation in some particular points. The students also perceived that the NEST was good in developing positive attitudes through his teaching, his confidence in using English, and his original accent. In another hand he was not really good in understanding the students’ culture and he could not use the students’ first language. Finally, they perceived that the NEST was a disciplinarian and strict teacher. However, he was perceived as a friendly and humorous person who totally used English in the class. and used various teaching materials.]]>
<![CDATA[TEACHERS’ PERSPECTIVE ON USING MULTIMEDIA TECHNOLOGY FOR TEACHING ENGLISH ]]>
<![CDATA[Izlin, Rosita]]>;
<![CDATA[Widiyati, Elok]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 7, No 2 (2023): July 2023 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v7i2.6048
<![CDATA[The rapid development of information and communication technology in this recent times has influenced the way the English language should be taught. This study aims to find out the use of multimedia as a technological device in English learning from the perspective of the teacher. This study involved 2 participants: the two 12th-grade English teachers of SMAN 2 Semarang. This study applied a qualitative approach with a phenomenological approach. Data were collected through observation and in-depth interviews based on three categories; kinds of multimedia, advantages, and disadvantages, and how the teacher uses the media. A thematic analysis design is used in this study. This started at the data collecting phase and lasts through the transcription, reading and re-reading, analysis, and interpretation stages of the data. It is concluded that the teachers have a positive perspective toward using multimedia technology in the classroom to teach English. The use of multimedia technology has had a major impact on the advancement of education, especially English learning.]]>
<![CDATA[EXPLORING THE FACTORS AND LEVELS OF STUDENTS’ AUTONOMY IN LANGUAGE LEARNING ]]>
<![CDATA[Wiranti, Sukma]]>;
<![CDATA[Widiyati, Elok]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 7, No 1 (2023): January 2023 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v7i1.5139
<![CDATA[Students’ autonomy is important in language learning since students’ autonomy is considered one of the elements in successful language learning. This study aimed to explore the students’ autonomy levels in language learning by considering the characteristics of autonomous students and the factors that affected students’ autonomy. As a mixed-method study, this study combined questionnaires and interviews as the instruments. The sample of this research was 34 students of XII MIPA 1 of SMA Negeri 2 Semarang. The quantitative data regarding students’ autonomy levels showed: emerging (0%), beginning (14.12%), intermediate (57.60%), and advanced (28.28%). It indicated that the majority of the students’ autonomy level in language learning is considered at the intermediate level. While the mean of quantitative data regarding the factors influencing students’ autonomy showed: students’ role (21.13%), teacher’s role (21.83%), task (16.90%), environment (21.83%), material (18.31%). It indicated that students agreed that students’ autonomy was influenced by those supporting factors. The qualitative data revealed that the students’ autonomous skills were also supported by several factors, such as students’ goals and motivation, teacher and students’ bond, learning materials and activities, and a supportive learning environment.]]>
<![CDATA[Penggunaan elemen fonologi terhadap kemampuan membaca teks dongeng berbahasa Inggris bagi warga belajar PKBM ]]>
<![CDATA[Widiyati, Elok]]>;
<![CDATA[Mega Mulianing Maharani]]>
<![CDATA[ Community Empowerment Journal Vol. 3 No. 2 (2025) ]]>
Publisher : <![CDATA[CV. Yudhistt Fateeh ]]>
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DOI: 10.61251/cej.v3i2.186
<![CDATA[Hasil karya warga belajar PKBM (Pusat Kegiatan Belajar Masyarakat) Omah Dongeng berupa dongeng, film pendek, teater, dan puisi yang menorehkan prestasi bergengsi masih menggunakan bahasa Indonesia. Bahasa Inggris hanya digunakan pada karya lagu dan cerpen. Dengan adanya potensi para warga belajar, penggunaan bahasa Inggris menunjang eksistensi karya di media sosial yang dapat dinikmati kalangan internasional. Pengabdian ini bertujuan untuk mengenalkan elemen fonologi bagi warga belajar Omah Dongeng Marwah Kabupaten Kudus sehingga saat menampilkan karya dapat menggunakan bahasa Inggris secara berterima. Metode kegiatan pengabdian ini adalah membaca teks dongeng berbahasa Inggris yang membantu pengucapan warga belajar secara tepat. Terdapat 11 warga belajar dalam dengan rentang usia 12-18 tahun dan jenjang pendidikan mulai kelas 7 sampai kelas 11. Tahapan kegiatan antara lain mempresentasikan materi, memberi kesempatan warga belajar menirukan bunyi sesuai elemen fonologi, kemudian warga belajar berkelompok mempersiapkan penampilan membaca dongeng berbahasa Inggris. Stimulasi berbahasa Inggris melalui teks dongeng mengasah kemampuan mendengar dan membaca warga belajar. Lima warga belajar termasuk ABK (Anak Berkebutuhan Khusus) dengan tiga diantaranya adalah slow learners mendapat pengalaman yang mengasyikkan dengan membaca teks dongeng dan mempraktekkan fonologi lebih percaya diri dengan membaca nyaring dan artikulasi lebih jelas sesuai instruksi kegiatan. The students’ works of Community Learning Activity Center (PKBM) Omah Dongeng through fairy tales, short films, theater, and poems that had succeeded achieving prestigious achievements used Indonesian. Reflecting the students’ potential, the use of English greatly supported the existence of the works on social media that could be enjoyed by international community. This was proven by the use of English as the language in their songs. This service activity aimed to introduce the phonological elements to the students of Omah Dongeng Marwah Kabupaten Kudus so that while they would be presenting their works they could use English communicatively. The method provided in this activity was reading fairy tale texts which was expected to help the students’ correct pronounciation. There were 11 students participating through the sequences of activity with their age ranged12-18 years with the levels ranged from grade 7 to grade 11. The stages of this service activity were presenting the materials, giving the students opportunity to imitate sounds according to phonological elements, then they prepared a performance to read English fairy tales in groups. English stimulation through fairy tale texts developed the students' listening and reading skills. There were five students with special needs and three of them were slow learners. They had an exciting experience in reading fairy tale texts and practicing phonology. During the service activity they were more confident in reading aloud and had clearer articulation according to the instructions.]]>
